🟪🟢ASL Level 1, Activity 4-Shapes, Colors, Numbers, Description (Face-to-Face)
Description:
During the warm-up, students will review how to sign shapes and the cardinal numbers from the slideshow. For the main activity, students will pair up and each grab a picture card without showing it to their partner. One student will describe the picture card being specific to location, color, etc, while the other draws what their partner just described to them. The partners will then switch roles.
Products: Shapes, signer’s perspective, signing space
Practices: Describing shapes and pictures, utilizing space and perspective while signing
Perspectives: Why is it important to consider signer’s perspective when someone is signing?
Standards
NCSSFL- ACTFLWorld-Readiness Standards:
- Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
- Standard 1.3: Students present information, concepts, and ideas in American Sign Language to an audience of listeners or readers on a variety of topics.
- Standard 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of American Deaf culture.
- Standard 3.1 Students reinforce and further their knowledge of other disciplines through American Sign Language.
Idaho Content Standards for World Languages:
- COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
- COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- CLTR 1.2: Explain the relationship between cultural practices/behaviors and the perspectives that represent the target culture’s view of the world.
- CONN 1.1: Compare and contrast information acquired from other content areas.
- CONN 1.2: Relate information studied in other subjects to the target language and culture.
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements
- I can sign different shapes.
- I can sign cardinal numbers and do simple math problems.
- I can understand signer’s perspective and translate someone’s perspective correctly.
Materials Needed
- Google Slides
- Picture Cards for main activity: Easy Cards
- Advanced picture cards: Advanced Cards
Would you like to make changes to the materials? Access the template(s) below:
(Canva Template, free account required)
Warm-up
Materials Needed for Warm-up
- Open up the Google Slideshow and show students the shapes.
- “NOW DAY START SIGN SHAPE PRACTICE.”
- After they’ve reviewed shapes, move on to cardinal numbers. Have students sign the problem, then sign the answer.
- “FINISH SHAPE PRACTICE NOW NUMBER PRACTICE. START PROBLEM SIGN FINISH ANSWER.”
- If you feel like you need to, you can create more problems or incorporate additional shapes.
- Lastly, explain signer’s perspective and remind students that it’s important for them to understand it. They’ll especially need it for the main activity.
- “SIGN PERSON PERSPECTIVE UNDERSTAND IMPORTANT.”
Main Activity
Materials Needed for Main Activity
- Picture Cards for main activity: Picture cards
- Advanced picture cards: Picture cards
- Pair students up and have them start with the easier picture cards. These cards have one shape, one number, one name, and one object in each corner
- “PARTNERS ONE PICTURE CARD HAVE. ALL CARD LIST-3, 1-SHAPE, 2-NUMBER, 3-NAME/OBJECT.”
- One student will have the picture card, and the other student will have the whiteboard and marker
- “PARTNER A PICTURE CARD HAVE, PARTNER B WHITE BOARD MARKER HAVE.”
- The first student will begin to explain the picture card to the other student, being specific about color, location, and what it looks like. The other student will draw the picture based on what the first student describes.
- “PARTNER A CARD DESCRIBE LOCATION THINGS IMPORTANT. PARTNER B WATCH FINISH DRAW CARD THINK.”
- After the second student has completed the drawing, the pair will compare the pictures and see if they described the picture well enough for the second student to draw it correctly. Then, they’ll switch roles.
- “DRAW FINISH COMPARE WHITE BOARD CARD. SWITCH CONTINUE.”
- After a while, if students are finding the activity too easy, have them take the more advanced picture cards and describe those to the person with the whiteboard
Wrap-up
- What was easy and what was difficult?
- “EASY, HARD WHAT?”
- Do you feel more comfortable with shapes and numbers?
- “SHAPES, NUMBER SIGNS COMFORTABLE FEEL MORE?”
- Do you feel comfortable with the concept of signer’s perspective?
- “SIGN PERSPECTIVE COMFORTABLE FEEL MORE?”
Deaf Culture
Describing and understanding physical features is essential to signed conversation. Deaf culture is very blunt when it comes to physical descriptions so calling a person fat or skinny is not offensive like it is in spoken English.
End of Lab:
- Sign or show Can-Do statements once more and have students evaluate their confidence
- (Use thumbs up/ thumbs down or have them rate 1-5 on how they feel after the activity)
- Encourage students to be honest in their self-evaluation
- Pay attention, and try to use feedback for future labs!
Can-Do Statements
NCSSFL-ACTFL Can-Do Statements:
- I can sign different shapes.
- I can sign cardinal numbers and do simple math problems.
- I can understand signer’s perspective and translate someone’s perspective correctly.
